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Ask a Child Psychologist is a series of columns offering insights and advice on navigating youth emotional and mental well-being. It is not a substitute for professional psychological or medical advice.
Preparing for the transition from high school to college or university is a big undertaking for students and their families. There are decisions to make, new responsibilities to prepare for and oftentimes months of planning to help it all go smoothly.
For students with disabilities – whether physical, cognitive, learning-based or related to mental health – the transition to postsecondary education can be more complex.
Additional planning may be needed to help students access the support they need on campus, as well as financial supports.
How to access financial supports for postsecondary students with disabilities
As demand for disability accommodations in universities grows, professors contend with how to handle students’ requests
If you think your student may require academic accommodations while at college or university, you’ll want to start planning early. Here are some things to know.
You might need an updated assessment
Even if your student was diagnosed with a disability in the past, most postsecondary schools require documentation no older than three years. This ensures the report reflects current needs.
Updated assessments are usually done by a registered psychologist. However, in some cases – such as ADHD or mental health conditions such as anxiety or depression – a family physician, pediatrician or psychiatrist may provide the necessary documentation. The report must do more than confirm a diagnosis; it should explain how the disability affects daily academic functioning and recommend accommodations, supports and any assistive technology needed.
Assessments aren’t just paperwork – they are tools that open doors to support, understanding and achievement.
Plan ahead to avoid delays
Psychologists and physicians often have waitlists, and assessments can take several weeks. Waiting until the end of Grade 12 to get an assessment may delay class registration, accommodations or funding.
To avoid this stress, start planning in Grade 11 or the beginning of Grade 12. This allows enough time to complete assessments, submit paperwork and set up supports before your teen starts their postsecondary journey.
If you have extended health insurance, you may save money by scheduling the assessment over two calendar years – for example, starting in December and finishing in January. Some provinces may also offer reimbursement for assessments through programs and grants.
Register with the disability services office
After choosing a college or university, your student should register with the school’s disability services office. This office may be called the Centre for Accessible Learning, Accessibility Services, or named after a donor. If unsure, contact the school’s registrar’s office for guidance.
The school’s disability services office plays a key role in supporting students during the transition. They usually offer orientation sessions and assign an adviser to help set up accommodations and can assist with applying for funding.
Colleges and universities provide a range of accommodations to support students, including:
- Extended time on exams and assignments
- Reduced-distraction testing environments
- Note-taking help or access to lecture notes
- Assistive technology such as speech-to-text software or screen readers
- Flexible deadlines or alternative assignment formats
- Priority registration for classes
- Academic coaching or tutoring
Accommodations are tailored to each student’s unique needs. Working with disability services ensures supports are appropriate to help your teen succeed.
Postsecondary education requires independence, and students must advocate for themselves. While parents often take charge in elementary and high school, it’s important to gradually encourage students to speak with advisers and participate in meetings to build confidence and self-advocacy skills.
Dr. Jillian Roberts is a research professor of educational psychology at the University of Victoria. She is also a practicing registered psychologist in British Columbia, Alberta and the Northwest Territories. She specializes in child and adolescent development, family therapy and inclusive education.
